Erin Lindstrom Spring 2011 ABC Storybook activities
Anticipation Activities These are some activities for students to do before actually reading book. These activities will help the children access prior knowledge, make connections and learn about the author. 1. What else is there? - Comprehension/PhonicsRL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar charactersThe "Magic Tree House Books" is a huge series for children: Every book is about a different interest so that every student can find a book that they can relate to. In this activity, students are to pick out 3 different interests of theirs and find a "Magic Tree House" book that could relate to that subject. This will allow students to explore the other works of the author and after reading the very first book of the series, students will be able to find other books that include other topics to meet their own interests. Students will also examine the titles of the books to find that many of them have words that start with the same letter which is alliteration.
Interest
Name of book
Name of book
Name of book
Medieval times
#2 The Knight at Dawn
#4 Knights and the Castle
Sports
# 16 Hour of Olympics
Animals
#11 Lions at Lunch time
# 12 Polar Bears Past Bedtime
Assessment: This activity allows students to explore the different books and see all the topics that the author has available. This activity could also corespond with word and letter patterns in the title of each book which concentrates on phonics. Many of the titles have words that start with the same letter to help it flow better and students can compare the different titles. 2. Tell me about the Author - Comprehension RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters In this activity, students will be researching information about the author to help understand her writing her style and what influenced her. Students will look up information such as1. Where was she born 2. Her past family life 3. Dreams as a child 4. Big events that influenced her 5. Where she is now Students are to look up information about Mary Pope Osborne and make a web using Mind 3. Making connections - Comprehension RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.In this activity. Students are to get into groups of 3-4 students and discuss where they would like to go and who they would like to meet. Students can explain why they want to go there/meet them by giving previous interests of their own. This will allow students to gain understanding that everyone has a dream and everyone has different interests in different topics. This will open the students minds to different ideas and make connections with other students and other stories. Assesment: This activity allows students to collaborate with one another and learn about each others interest. This will allow students to make connections with one another and hear different reasons for enjoying the same topic which allows them to learn more about the topic.
Building Knowledge Activities 1. Basics about the book - Comprehension
RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.This activity is a quick summary of the first chapter which just explains all the main ideas of the books. It discusses where the story takes place and who the characters are so that if the students every go to read another book from the series, they will already have background knowledge.
Assessment: This will help students throughout the book because is has the main ideas and facts about the book.
2. Vocabulary: Spelling list - VocabularyRL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.This activity takes random words from the book and these words will be the weeks spelling list and students will have to find in the book where that word is used and copy the sentence with the page number as well. Students will have to practice spelling them and learn the proper definition to be able to use in a sentence.
Word
Definition
Where its used in the book
Minute
sixty seconds
Pg. 3 - "Just for a teeny minute?"
Creature
an animal, especially a nonhuman
Pg. 10 - "Suddenly the creature soared up."
Volcanoes
a mountainor hill, usually having acuplikecrater at the summit, formedaround sucha ventfrom the ash and lavaexpelledthrough it.
Pg. 13 " And Volcanoes were in the distant."
Reptile
any cold-blooded vertebrate
Pg. 15. "This flying reptile lived in the Cretaceous period."
Ancient
dating from a remote period; of greatage
Pg. 17 "She stepped boldly to the ancient creature"
Cautious
to be aware and careful
Pg. 19. "He put his hand out very cautiously."
Bellow
to roar;bawl
Pg. 34 "Jack heard another sound as well, a deep bellowing like a tube."
Enormous
huge; exceeding normal size
Pg. 42 "An enormous, ugly monster was coming across the plain."
Engrave
to print onto a hard surface
Pg. 68 " He felt the engraving of the letter M."
Assessment: This activity works with Vocabulary and Phonics. Whenever this activity is used, students can practice spelling the words on their own time and making up their own sentences to go with the word as well. The words can be found on other page numbers as well so that they can see the word being used in different ways.
3. How do you save Jack?: Fluency/Phonics
SL. 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL. 2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. In this activity, students will have to look at the picture, then read from the book part of the passage that describes what is happening (starting on page 43). Students will answer the question "how do you save Jack?" by reading to me the part of the book where Jack gets in trouble with the Tyrannosaurus Rex. After, they will then describe how they would escape from dinosaur. Assessment: This will allow me to evaluate the student's reading capability, accuracy, rate and prosody. Hearing the students read will allow me to asses what they need to work on. They will be able to listen to other students responses as well.
Consolidation Activities1. Related books
RL. 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL. 3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. This activity is for students to explore other books by the same author or similar authors to help them find the right books. Students can also look at other classmates picks and compare what they have.
Assesment: With this activity, I can monitor what students are interested in and keep tract of their reading level by the books they are choosing. If they are constantly choosing the same level, I can assess their reading and keep tract of their interests to incorporate into other lesson plans.
2. Your adventure - Fluency/Phonics RL. 3.6 Distinguish their own point of view from that of the narrator or those of the characters.In this activity, students will brainstorm their own ideas, then talk with the other students to make their own adventure and discuss what would happen and who they would meet when they went on their adventure. Students will have to look up the time period, different customs, and what people would be involved while going on their adventure. This will have them do research and discuss their thoughts. There will be teacher/student meetings where I have them read out loud and explain to me the process they went through of researching their adventure.Assessment: In this activity I will be able to monitor the students research abilities, and their writing and oral skills. I can see if they know how to properly spell and organize in a written piece. This will also allow me to test their prosody and accuracy when it comes to reading their story out loud.3. Favorite part of the book? - ComprehensionW. 2.8 Recall information from experiences or gather information from provided sources to answer a question.In this activity, students will pick out their favorite part of book and write about why that part is their favorite. Students are to use references from the book to support their favorite part and do further research if desired. They are to write at least a one paragraph including:1. What happened in that part of the book2. Why that part is their favorite3. Quote from the book for support4. Final thoughts on the book Students may also draw a picture to represent what happened in their favorite part. Assessment: this will allow me to evaluate the students final thoughts on the book and connect it with other books that they could enjoy as well. This will also allow the students to think about what part of the book was their favorite and share that with other students.
Spring 2011 ABC Storybook activities
Anticipation Activities These are some activities for students to do before actually reading book. These activities will help the children access prior knowledge, make connections and learn about the author.
1. What else is there? - Comprehension/PhonicsRL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar charactersThe "Magic Tree House Books" is a huge series for children: Every book is about a different interest so that every student can find a book that they can relate to. In this activity, students are to pick out 3 different interests of theirs and find a "Magic Tree House" book that could relate to that subject. This will allow students to explore the other works of the author and after reading the very first book of the series, students will be able to find other books that include other topics to meet their own interests. Students will also examine the titles of the books to find that many of them have words that start with the same letter which is alliteration.
The Knight at Dawn
Knights and the Castle
Hour of Olympics
Lions at Lunch time
Polar Bears Past Bedtime
2. Tell me about the Author - Comprehension
RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters
In this activity, students will be researching information about the author to help understand her writing her style and what influenced her. Students will look up information such as1. Where was she born 2. Her past family life 3. Dreams as a child 4. Big events that influenced her 5. Where she is now Students are to look up information about Mary Pope Osborne and make a web using Mind 3. Making connections - Comprehension
RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.In this activity. Students are to get into groups of 3-4 students and discuss where they would like to go and who they would like to meet. Students can explain why they want to go there/meet them by giving previous interests of their own. This will allow students to gain understanding that everyone has a dream and everyone has different interests in different topics. This will open the students minds to different ideas and make connections with other students and other stories. Assesment: This activity allows students to collaborate with one another and learn about each others interest. This will allow students to make connections with one another and hear different reasons for enjoying the same topic which allows them to learn more about the topic.
Building Knowledge Activities
1. Basics about the book - Comprehension
RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.This activity is a quick summary of the first chapter which just explains all the main ideas of the books. It discusses where the story takes place and who the characters are so that if the students every go to read another book from the series, they will already have background knowledge.
Assessment: This will help students throughout the book because is has the main ideas and facts about the book.
2. Vocabulary: Spelling list - VocabularyRL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.This activity takes random words from the book and these words will be the weeks spelling list and students will have to find in the book where that word is used and copy the sentence with the page number as well. Students will have to practice spelling them and learn the proper definition to be able to use in a sentence.
having a cuplike crater at the summit,
formed around such a vent from the
ash and lavaexpelled through it.
" And Volcanoes were in the distant."
"She stepped boldly to the ancient creature"
"He put his hand out very cautiously."
"Jack heard another sound as well, a deep bellowing like a tube."
"An enormous, ugly monster was coming across the plain."
" He felt the engraving of the letter M."
3. How do you save Jack?: Fluency/Phonics
SL. 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL. 2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
In this activity, students will have to look at the picture, then read from the book part of the passage that describes what is happening (starting on page 43). Students will answer the question "how do you save Jack?" by reading to me the part of the book where Jack gets in trouble with the Tyrannosaurus Rex. After, they will then describe how they would escape from dinosaur.
Assessment: This will allow me to evaluate the student's reading capability, accuracy, rate and prosody. Hearing the students read will allow me to asses what they need to work on. They will be able to listen to other students responses as well.
Consolidation Activities 1. Related books
RL. 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL. 3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
This activity is for students to explore other books by the same author or similar authors to help them find the right books. Students can also look at other classmates picks and compare what they have.
Assesment: With this activity, I can monitor what students are interested in and keep tract of their reading level by the books they are choosing. If they are constantly choosing the same level, I can assess their reading and keep tract of their interests to incorporate into other lesson plans.
2. Your adventure - Fluency/Phonics RL. 3.6 Distinguish their own point of view from that of the narrator or those of the characters.In this activity, students will brainstorm their own ideas, then talk with the other students to make their own adventure and discuss what would happen and who they would meet when they went on their adventure. Students will have to look up the time period, different customs, and what people would be involved while going on their adventure. This will have them do research and discuss their thoughts. There will be teacher/student meetings where I have them read out loud and explain to me the process they went through of researching their adventure. Assessment: In this activity I will be able to monitor the students research abilities, and their writing and oral skills. I can see if they know how to properly spell and organize in a written piece. This will also allow me to test their prosody and accuracy when it comes to reading their story out loud. 3. Favorite part of the book? - ComprehensionW. 2.8 Recall information from experiences or gather information from provided sources to answer a question.In this activity, students will pick out their favorite part of book and write about why that part is their favorite. Students are to use references from the book to support their favorite part and do further research if desired. They are to write at least a one paragraph including:1. What happened in that part of the book2. Why that part is their favorite3. Quote from the book for support4. Final thoughts on the book Students may also draw a picture to represent what happened in their favorite part. Assessment: this will allow me to evaluate the students final thoughts on the book and connect it with other books that they could enjoy as well. This will also allow the students to think about what part of the book was their favorite and share that with other students.